Download L. Butcher, P. Hoeg and K. Marsh EDUC 453 Scope and Sequence

L. Butcher, P. Hoeg and K. Marsh
EDUC 453
Scope and Sequence and Unit Plan
March 21, 2013
Scope and Sequence
Course:
3rd Grade Science—From Macro to Micro
Course timeline:
36 weeks
Topics
Approximate time.
Big ideas
Outer Space
8 weeks
Faraway Space
Earth
12 weeks
Entry into Earth
Life on Earth
8 weeks
Past Life
Students
8 weeks
Human Body
Constellations and
Light
Atmosphere and Air
Fossils and
Extinctions
Nutrients
Solar System
Earth’s Makeup
Present Life
Germs
Pure/Mixed Substances and
Magnets
Adaptations
Disease and
Prevention
Earth’s Physical
Features
Formation and Relationship
to Water Cycle
Concept/Topic
NM Standards
Content
Skills
Activities
Assessment
Materials/Text
Time
Adaptations of
Plant Structures
in the Desert
Foothills and
Mountain
Terrain
Science
See
content
below*
Students will
describe
human
behavioral
adaptations
needed for
survival in
desert or
mountain
environments.
Teacher reads
two books whole
group, Walk in
the Desert and
Walk in the
Woods .
Formative
Assessment:
The list of items
will be turned into
visual display with
the pictured items
and a written
justification. The
items will have
specific connection
to the books. The
written
justification will
describe this
connection in
complete
sentences for
native English
speakers and key
phrases or pictures
for English
Language Learners.
Arnold, C. (1990). Walk in the desert.
Cleveland, OH: Modern Curriculum Press.
3
days
1. Know that an
adaptation in
physical
structure or
behavior can
improve an
organism’s
chance for
survival .
2. Observe that
plants and
animals have
structures that
serve different
functions.
3. Understand
that
predictions are
based on
observations,
measurements,
and cause-andeffect
relationships
Language Arts
1. Draw
conclusions,
make
generalizations,
gather support
by referencing
the text.
2. Use
encyclopedias,
Students will
reference
texts to justify
adaptation.
Students will
make
qualitative
observations
of plant
structures.
Students will
self-select into
desert or
mountain
environment.
Each group will
develop a list of
items which
would help them
survive the
unique features
of their
environment.
Students will to
make
observations on
live prickly pear
cactus and
ponderosa pine
sapling. Students
will rotate
through four
discovery
centers: one for
the roots, stems,
leaves and
seeds. They will
visit one
discovery center
per day.
Summative: The
students’ data
table will record
qualitative
observations in the
form of detailed
sketches and/or
written
descriptions.
Arnold, C. (1990). Walk in the woods.
Cleveland, OH: Modern Curriculum Press.
posterboards
colored paper
scissors
glue sticks
pencils
markers
timer (to time each presentation)
clipboard
paper
pencils
roots, stems, leaves and seeds for both
Ponderosa Pine and Prickly Pear Cactus
timer(to time each station)
butcher paper for Class Chart
5days
dictionaries
and electronic
resources to
gather
information.
3. Answer
open-ended
questions.
4. Explain own
learning.
Students will
use their
observations
to make
predictions on
the structural
adaptations of
root, leaf,
stem and
seeds of
ponderosa
pine saplings
and prickly
pear cacti.
At the end of
each day, each
group will
contribute one
prediction
sentence per
plant to a Class
Prediction Chart.
The group
predicts how the
structures are
adapted for their
environment
and increase the
plant’s chances
for survival.
Formative
assessment: The
prediction
sentences on the
Class Prediction
Chart will be
complete
sentences and
include
justification based
from observational
data.
Students will
be able to
research pine
and cacti
adaptations
from a variety
of sources.
The students
will form 4
research groups:
Roots, Stems,
Leaves or Seeds.
Each group will
rotate through 4
research
centers—book,
video,
experiment and
reference texts.
They will visit
one research
center per day.
Summative:
Students will write
at least one “factcard” from their
research. Factcards will contain
the source and the
fact written in a
complete
sentence. The fact
must correspond
to the assigned
structure. When
using native
language resource,
ELL students will
use native
language.
Books
Burton, M., French, C., Jones, T. (1999).
Trees, Benchmark Education Company.
Pelham: New York.
Phinney, M. (1994). Exploring Land
Habitats. Mondo publishing. New York:
New York.
Bailey, Donna. (1990). Deserts.
Rain-tree Stech-Vaughn Publishers. Austin:
Texas.
Videos
Amberp09. Parts of a Plant.[video file]
retrieved from
http://teachertube.com/view
Video.php?video_id=151518
BBC Nature (2013). Desert Adaptations.
[Video file]. Retrieved from
http://www.bbc.co.uk/nature/adaptations/
Desiccation_tolerance
Benson, R. (2010). The birds and the bees
of Ponderosa Pine trees. [YouTube clip].
4
days
Video retrieved from
http://www.youtube.com/
watch?v=m6XDJhwFL0k
Brainpop (2013). Plant adaptations.
Retrieved from
http://www.brainpopjr.com/science/
plants/plantadaptations/preview.weml
Desert Biome (2003). Teachers’ Domain.
Video retrieved from:
http://www.teachersdomain.org/
resource/tdc02.sci.life.eco.desert/
Experiments
Paper
Posterboard
Tape
Flour
Waxed paper
Pencils
Protocols from
VanCleave, J. (2004). Janice VanCleave's
science around the world: Activities on
biomes from pole to pole. Hoboken, NJ:
John C. Wiley & Sons. Retrieved from
http://www.education.com/sciencefair/article/adaptations-coniferous-plants/
clipboard
index cards
pencils
Students will
compare their
predicted
adaptations
to their
The groups will
use their
research to
confirm or
disprove the
Summative:
Students will
accurately colorcode predictions
based on
highlighters or markers
1 day
researched
adaptations.
Students will
justify plant
adaptation of
various
structures.
original
predictions on
the Class
Prediction Chart.
(Leaf Research
Group looks at
the leaf
predictions, etc.)
Students will
tack fact cards to
the Class
Prediction Chart
and color-code
the “confirmed”
and “disproved”
predictions.
In their smallgroup
presentations,
students will
justify their
findings based
on the written
predictions and
fact-cards.
appropriate fact
card.
Students will
choose desert or
mountain
environment
and create a
plant adapted to
this
environment.
Students will
specify the
adaptations of
roots, seed,
leaves and stems
structure.
Summative
assessment:
Students create
their desert or
mountain plant
(clay or paint). In
an oral interview,
they describe how
the structure of
roots, leaves,
stems and seed
structures are
adapted for
survival in their
chosen
environment.
Summative:
Teacher will assess
oral presentation
based on guiding
questions
checklist, provided
to students
beforehand.
Questions ask
students to
compare written
predictions and
fact-cards. ELL
students may use
native language
and interpreter.
Clay
Paper
Markers or colored pencils
Posterboard
Colored paper
Scissors
Timer(for presentations)
2days
*Content
Desert Foothill and Mountain Slope Environments
The Sandia Mountains span diverse environments from their base in the foothills up to the Sandia Crest. The foothills receive much less
precipitation and endure higher temperatures than the mountain slopes. The increased precipitation on the mountain slopes, however, brings
its own contingencies. Summer lightning storms ignite forest fires and sweep high-speed winds across the slopes. In the winter, snowfall
accumulates nearly 100 inches at the crest and remains until July in isolated patches.
These distinct environments cause distinct plant communities—each plant adapts to the surrounding conditions in order to survive. As a result,
plants in the foothills are unlike the plants on the slopes. In this unit, the plains prickly-pear cactus (Opuntia phaeacantha) represents the foothill
plant community, while the ponderosa pine (Pinus ponderosa) stands for the mountain slopes between 7,000-9,000 feet of elevation
Desert Foothill Plant Adaptations
Every structure in the plains prickly-pear cactus shows adaptations to its dry and hot environment. The leaf, stem, roots, and seeds are
specialized to reduce water loss and prevent excessive solar radiation.
Leaf
The leaf of the prickly-pear cactus is the spine. These spines do not perform photosynthesis; instead, they offer shade from the direct sun,
alleviate drying winds, and provide defense against animals with a thirst for the water-filled cactus pads.
Stem
The cactus pad is the water-engorged stem. The prickly-pear cactus is classified as a “succulent” for this attribute. A waxy cuticle covers the
entire pad, acting as a sealant to keep the water from evaporating. The opaque cuticle deters excessive solar radiation. Unlike most plants, the
stem conducts photosynthesis. To conserve water, the photosynthesis process utilizes a CAM pathway. This means that the cactus separates the
photosynthesis process into daytime and nighttime activities. During the day, the stem uses light energy to make the plant’s necessary sugars
from starch. During the night, the plant opens up tiny openings to let in carbon dioxide; the carbon dioxide replenishes the store of starch. The
tiny openings, called stomata, let in carbon dioxide but inadvertently let out water. Since CAM desert plants only open their stomata at night,
the water loss is much less (approximately 1/6000) than if the same process occurred during the day.
Root
Prickly pear cactus have roots which extend laterally just under the soil surface. The roots maximize water absorption during the few and brief
rain showers with their shallowness and extensive surface area.
Seed
After pollination, the brightly-colored flowers of the cactus turn into the fruit. This fruit—or tuna—contains the seeds. Water and sugar fill the
fleshy, pear-shaped tuna. These resources attract desert animals who eat the fruit for nourishment. The seeds of the fruit pass through the
digestion system and the animals deposit the seeds in a new location to grow into a cactus.
Mountain Slope Plant Adaptations
Separated from the prickly-pear cactus only by elevation, the ponderosa pine growing on the Sandia slopes has very different adaptations. The
storms of high winds and lightning, heavy snowfall and cool temperatures require unique characteristics of the pine’s leaves, stem, roots, and
seeds.
Leaf
The ponderosa pine needles are the leaves of this tree. The needles bundle into threes. Together with a thick, waxy cuticle, these bundles, or
fascicles, prevent excessive snow accumulation. The snow slides off of the slick needles, while their small surface area prevents heavy loads from
breaking branches. Ponderosa pines have two leaf adaptations to the short warm season. First, the pine needles are dark in color to maximize
energy absorption. Second, the needles remain on the tree year-round. This means that the leaves can utilize photosynthesis during brief sunny
spells during the winter. The tree will not waste energy and time to produce new needles when the summer months arrive. Lastly, the fallen
pine needles help control forest fires. The bed of needles along the forest floor deter the growth of flammable grasses.
Stem
The ponderosa pine branches and trunk prevent damage from snow and forest fires. The branches spread out from the top of the tree in a cone
shape. Instead of a round and wide crown like many trees, the peaked ponderosa crown allows snow to slide off. The pine also sheds lower
branches as it gains height. This reduces potential fuel for a fire. The stem, or trunk, of the tree additionally protects it from fire. The bark is thick
enough to withstand intense heat and will pop off of the tree when too hot. This mechanism prevents the rest of the pine from flame.
Root
Unlike the shallow roots of the prickly pear cactus, the ponderosa pine grows deep roots to reach water, avoid fire, and support it against
buffeting winds. The seedling, in fact, produces a two-foot long taproot within the first few months of germinating. Full-grown ponderosas can
have six-foot long roots in soil and up to forty-foot roots in rocky terrains. The roots spread out laterally as well as down to provide the tree with
support. The extensive root system transports the nearly 400 gallons of water needed per day.
Seed
The reproduction of the ponderosa pine tree has adapted to the windy and fiery environment of the mountains. The tree contains two kinds of
cones; only one will produce seeds. The male cones reside at the top of the tree, where the pollen easily travels on the wind to fertilize other
ponderosas. The female cones are closer to the base of the tree, where pollen eventually settles. The pollen lands on an individual scale of the
female cone. The female cone eventually closes up her scales so that the pollen can travel down to the egg at the base of each scale. The pollen
and egg together produce a seed. The cone now releases the seeds by opening up the scales again. The winged seeds catch a strong breeze and
travel some distance away from the mother tree. Searching for food, squirrels and chipmunks distribute the seeds by stripping the scales off of
the cones. In order to germinate, ponderosa pine seeds must be singed by a forest flame.
References
Amsel, S. (2013). Adaptations of pine tree (white). Exploring Nature Educational Resource. Retrieved from
http://exploringnature.org/db/detail.php?dbID=5&detID=23
Benson, (1982). Dalhousie collection of cacti & other succulents: Biology of cacti. Retrieved from http://cactus.biology.dal.ca/biology.html
Hands on the Land Network (n.d.). Plant Adaptation and Strategy Cards. Hands on the Land
Network. Retrieved from
http://www.handsontheland.org/grsa/resources/curriculum/docs/adaptation_cards.pdf
Panich, J. (2010). Adaptations. Retrieved from http://bioweb.uwlax.edu/bio203/2010/panich_just/Site/Adaptations.html
Pendall, E. (2009). Desert plant adaptations.[PDF document]. Retrieved from http://www.uwyo.edu/vegecology/pdfs/desertadaptations.pdf .
Ponderosa Pine: Pacific Northwest. In Firecology. Retrieved from http://www2.mcdaniel.edu/Biology/eco/firecology/ponderosaweb.html
Lamb, A. & Johnson, L. (2002). Naturescapes: Cactus (Cactaceae). Retrieved from http://eduscapes.com/nature/cactus/index2.htm .
National Park Service (n.d.). Field Trip in a box: Desert adaptations. Retrieved from
http://www.nps.gov/arch/forteachers/upload/FTB_DesertAdaptations.pdf
McDarby, M. (2013). Seed-bearing vascular plants - gymnosperms. In An online introduction to the biology of animals and plants. Retrieved from
http://faculty.fmcc.suny.edu/mcdarby/animals&plantsbook/plants/04-gymnosperms.htm
Rebman, J.P.& Pinkava, D.J. (2001). Opuntia cacti of North America—an Overview. Florida Entomologist 84(4), 474-483. Retrieved from
http://www.fcla.edu/FlaEnt/fe84p474.pdf .
Sivinski, R. C. (2007). Checklist of vascular plants in the Sandia and Manzano mountains of central New Mexico. Occasional Papers of the
Museum of Southwestern Biology, 10, 1–67. Retrieved from http://www.msb.unm.edu/publications/documents/OccPap-MSB-N10Sivinski2007.pdf
Stuever, M. (2005). Field guide to the Sandia mountains. Albuquerque, NM: University of New Mexico Press.
VanCleave, J. (n.d.) Adaptations by coniferous plants. Retrieved from http://www.education.com/science-fair/article/adaptations-coniferousplants/
Weir, S.(2011). Ponderosa Pines. In Native Trees of Colorado.[PDF document] Retrieved from
http://www.westernexplorers.us/PonderosaPine.pdf