www.nextgenscience.org

STAGE 1 – DESIRED RESULTS Unit Title: Motion and Stability: Forces and Interactions Grade Level: Third Length/Timing of Unit: Teacher(s)/Designer(s): Pascack Valley Regional Science Committee

Science State standards addressed (verbatim): 3­PS2­1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces

on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]

3­PS2­2: Make observations and/or measurements of an object’s motion to provide evidence that that a pattern

can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see­saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]

3­PS2­3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between

two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]

3­PS2­4: Define a simple design problem that can be solved by applying scientific ideas about magnets.*

[Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.]

Connections to Common Core Standards (verbatim): ELA/Literacy:

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RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3­PS2­1),(3­PS2­3) 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. (3­PS2­3) 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). (3­PS2­3) W.3.7: Conduct short research projects that build knowledge about a topic. (3­PS2­1),(3­PS2­2) 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. (3­PS2­1),(3­PS2­2) SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (3­PS2­3) Mathematics: MP.2: Reason abstractly and quantitatively. (3­PS2­1) MP.5: Use appropriate tools strategically. (3­PS2­1) 3.MD.A.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one­step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3­PS2­1)

Essential Questions (3­4) in provocative, student­friendly language:

EQ1: How do forces affect motion? EQ2: How do forces and objects interact with one another?

Big Ideas/ Enduring Understandings: Students will understand that… EQ1:

If the forces acting on an object are balanced, the object will not move. Forces of different strengths acting on an object will cause the object to move. The motion of an object can be observed and measured Motion can be predicted based on patterns observed in the past.

EQ2: Objects in contact exert forces on one another. Some forces can act on an object without making contact with the object. The strength of a force depends on the distance, properties of the object and orientation (magnets).

A list of factual knowledge to be taught – Students will know… EQ1:

A force is a push or a pull.

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Balanced vs. Unbalanced Forces Gravity pulls objects toward the center of earth (down). Forces can work in the same direction or opposite directions Forces can combine Forces can be of various strengths (strong, weak, medium) Patterns in motion:

push and pull back and forth side to side up and down

EQ2: Cause and effect Electricity Magnetism

A list of skills to be taught or reinforced (including habits of mind) – Students will be able to…

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Make observations and/or measurements of an object’s motion Predict future motion based on observed patterns Ask questions to determine cause and effect relationships of electric or magnetic interactions between two

objects not in contact with each other. Define a simple design problem that can be solved by applying scientific ideas about magnets. Explain why their can be a force on an object and it will not move

STAGE 2 – SAMPLE ASSESSMENT Assessments (Quizzes, tests, and a performance task to assess student mastery formatively and summatively, including an exemplar of proficient student work and a scoring guide for the performance task): Final Assessment: Demonstrate Your Knowledge! Goal: Students will plan and conduct and investigation to demonstrate the effects of forces on the motion of an object. Role: (will change depending on experiment) Audience: Your fellow classmates. Situation: Your task is to research, demonstrate, and explain a real­world example of how forces impact the motion of an object. Examples can include: rolling a ball, seesaw, magnetic device, etc. Product/Performance and Purpose: Students will conduct the demonstration in front of the class and provide a

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research­based explanation (verbal and written). Suggestion: Teacher should model an example for the students prior to them working on the project. (Example: pick up cereal using magnet, balloon and hair static, etc.) Standards & Criteria for Success: A successful result will be one that includes a successful demonstration of forces/motion and a proper written and oral explanation related to the demonstration using key vocabulary from the unit.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities (Lectures, mini­lessons, read alouds, independent reading, films, website exploration, discussions, dialogues, debates, partner or small­group work, student presentations, reports, journals, reflections, in­class assessments, written reports, essays, research, and homework): Ideas for mini lessons that will help bring science concepts alive. This collection of force and motion ideas should help you cover the topics of texture, gravity, incline and some simple machines: EQ1: How do forces affect motion?

Balanced vs. Unbalanced Forces Simple Machines: Lever ­ Here’s another idea that break out onto the playground to explore the

concept of using simple machines to explore force and motion. Begin by exploring a see saw and then create your own levers with pencils, pennies tape and a ruler.

http://www.mccracken.kyschools.us/Downloads/FORCES%20INTERACTIONS%203.pdf First lesson­­ tug of war Second lesson­­ falling objects (gravity) Third lesson­­ flicking force (balanced vs. unbalanced)

Bowling­­shows balanced vs. unbalanced forces Friction

Elementary Exploration: Friction – Using rulers, a wood block and a few materials, you can create a similar experiment to above to see how students can compare what they’ve learned about friction using a car and texture and apply it to this situation. Using rulers will allow students to share accurate measurements for their incline.

Motion Can Be Observed, Measured and Predicted

Angle Height and Track Texture – Use basic classroom materials like books to experiment on angle height (incline) to work on developing predictions. Use the same experiment set up to change the variable of ramp texture to experiment with friction.

Incline Marble Races – To create some basic concepts about the way incline effects the way things

move, try creating some marble races. Allow students to experiment and record their findings using

simple materials and varying heights using objects like a bookshelf.

Forces in Action: Play – This interactive website will recreate a similar set of experiments virtually

and allow students to adjust the incline and add parachutes to add drag. What concepts can students

solidify using the included table based on their virtual experiments? Great for a smartboard whole

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group activity too.

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/forces_action/play/

EQ2: How do forces and objects interact with one another?

Objects Exert Forces on One Another With or Without Contact http://www.mccracken.kyschools.us/Downloads/FORCES%20INTERACTIONS%203.pdf

Lesson M1: Magnets (keep it basic­­ highlight how they can exert forces without touching) multiple lessons are provided for differentiation and enrichment related to magnets

Worksheet Link: http://downloads.bbc.co.uk/schools/teachers/ks2worksheets/bbc_teachers_ks2_science_worksheet_forces.pdf

Marshmallow Shooter – When you’re discussing push and pull as forces and including

measurement you’ll want to include marshmallow shooters in your lesson plans. You’ll end up

including words like force, distance and finding ways to measure. HELPFUL MATERIALS:

Student packet for forcces and motion https://docs.google.com/a/rivervaleschools.org/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnwzdGVhY2hlcmNoaWNrc3xneDozNmJiYTQzZGVjNjAyND (includes worksheets/activities for push vs. pull, friction, motion, and force)

Magnetism activities http://www.kansas4­h.org/doc7901.ashx http://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/75/2.2_Forces%20Motion%20and%20Energy.pdf

Videos www.youtube.com/watch?v=8iKhLGK7HGk Bill Nye http://www.watchknowlearn.org/Category.aspx?CategoryID=2515 variety of forces and motion

videos from different resources Safari Montage: Search “balanced unbalanced forces” for grades 1­4

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www.nextgenscience.org

STAGE 1 – DESIRED RESULTS Unit Title: Animals: Life Cycles, Interactions, and Survival Grade Level: 3 Length/Timing of Unit: Teacher(s)/Designer(s): Pascack Valley Regional Science Committee

Science State standards addressed (verbatim): 3­LS1­1: Develop models to describe that organisms have unique and diverse life cycles but all have in common

birth, growth, reproduction, and death. 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.]

3­LS2­1: Construct an argument that some animals form groups that help members survive. Connections to Common Core Standards (verbatim): ELA/Literacy RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3­LS2­1),(3­LS4­1),(3­LS4­3),(3­LS4­4) 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. (3­LS2­1),(3­LS4­1),(3­LS4­3),(3­LS4­4) W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (3­LS2­1),(3­LS4­1),(3­LS3­3),(3­LS4­4) 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). (3­LS1­1) SL.3.5 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. (3­LS1­1) Mathematics MP.4: Model with mathematics. (3­LS2­1),(3­LS4­1),(3­LS4­3),(3­LS4­4) MP.5: Use appropriate tools strategically. (3­LS4­1) 3.NBT: Number and Operations in Base Ten. (3­LS2­1)

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MP.4 Model with mathematics. (3­LS1­1) 3.NBT Number and Operations in Base Ten (3­LS1­1) 3.NF Number and Operations—Fractions (3­LS1­1)

Essential Questions (3­4) in provocative, student­friendly language:

EQ1: Why do plants and animals reproduce? EQ2: How do plants and animals grow and develop? EQ3: What is the relationship between plants and animals? EQ4: How does being in a group affect an animal’s ability to survive? EQ5: In what ways do groups of animals differ?

Big Ideas/ Enduring Understandings: Students will understand that… EQ1:

Reproduction is a necessary and important component of life cycles. There are different stages of reproduction and development for plants and animals.

EQ2: The life cycles of plants and animals have characteristics that include birth, reproduction, growth and death. The plant life cycle takes place in stationary environments. The animal life cycle exists in various environments.

EQ3:

Animals need plants for oxygen, food, and shelter. Plants needs animals for carbon dioxide, spreading seeds, and fertilization.

EQ4:

There is a relationship between group characteristics and an animal’s ability to obtain food, defend themselves, and cope with changes in the environment.

EQ5: Animal groups have different characteristics such as roles, functions, and size.

A list of factual knowledge to be taught – Students will know… EQ1:

What are the stages of life cycle (for different plants and animals) Plants and animals reproduce in order to continue existence on Earth.

EQ2:

The stages of a plant life cycle. STAGE 1: Seeds are scattered, watered, warmed by sunlight and begin to grow STAGE 2: A root pushes through the seed coat and grows into the seedling. STAGE 3: The leaves and stems push out of the ground and grow toward the sunlight. STAGE 4: The leaves make food. STAGE 5: Flowers form and bloom creating new seeds.

The stages of various animal life cycles. The life cycle of a bee The life cycle of frog

EQ3: How the environment would change without plants and or animals (envision scenarios)

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EQ4: Names and characteristics of individual animals:

diet, adaptations, defense mechanisms, habitat EQ5:

Names and characteristics of individual animal as it relates to their groups: Dolphins work together in pods Wolves work together in packs Ants work together in colonies

A list of skills to be taught or reinforced (including habits of mind) – Students will be able to…

Create a model of a flowering plant to identify the structures, functions and behaviors of the plant. Construct an accurate model of a bee life cycle to identify the structures, functions and behaviors. Compare the physical characteristics of the different stages of the life cycle of an individual organism and

characteristics of stages among species. Identify environmental factors that are essential to growth and reproduction of organisms in an ecosystem. Create contrasting environments where a plant can thrive/fail. Observe and collect data as it relates to the

plant’s life cycle. Sort and classify animals by different attributes (group size, classification, habitats, etc.) Identify animals that form groups to survive Construct an argument that some animals form groups in order to survive. Compare and contrast different animal groups Make observations and record data based on hands on experience with animal groups (example: an ant farm)

STAGE 2 – SAMPLE ASSESSMENT

Assessments (Quizzes, tests, and a performance task to assess student mastery formatively and summatively, including an exemplar of proficient student work and a scoring guide for the performance task): Please note there are 2 assessments for this unit.

Assessment 1 (for EQ1, EQ2, and EQ3): Goal: Your goal is to grow and maintain your own individual plant using your knowledge on the plant life cycle. Role: You are a gardener, starting out your new garden. Audience: Fellow gardeners. Situation: You are planning to start your own garden but before you get it fully started, you want to test out your plant care taking skills on one plant. Product/Performance and Purpose: You need to plant seeds in your choice of soil (sand, dark, reddish, or paper towel) in a cup in order to help start your garden. You need to take care of the seeds on a daily basis, choosing where to place your cup and when/how much water to use. You need to keep a journal of what you do to your plant each day and what it looks like each day.

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Standards & Criteria for Success: A successful result will be one where your plant thrives after 1­2 weeks. Your work will be judged by how well your plant does, how complete your journal and sketches are, and how well you explain your reasoning for the choice of soil, placement of the cup, and amount/times of water based on your plant life cycle knowledge. Additional Idea: Teacher will create multiple “class cups” for students to also make predictions/observations on. For example, test different soils with different amounts of sunlight and water (i.e. sand with lots of sunlight but no water, or sand with lots of water but no sunlight, etc.). Students will make observations using their knowledge learned throughout the unit to support their ideas/beliefs about what will happen to the seeds in each up. *This can be incorporated into each student’s journal as part of their grade (their observations and predictions/reasoning)* Keep data on these class cups and have students construct an argument at the end about which conditions were best to sustain the longest life cycle.

Assessment 2 (for EQ4 and EQ5):

*This project could align with the Informational Writing unit in Writing Workshop* Goal: To create a project encompassing different types of information on a certain group of animals that work together (i.e a pod of dolphins) Role: A reporter for the Animal Planet. Audience: Animal Planet viewers who are interested in finding out about animals that work in groups. Situation: Students asked to create a new segment on animal groups. You need to present your information in a way that will entertain and capture your viewer’s attention. Plan your project in a way that encompasess all of the important and required information topics and is captivating. Product/Performance and Purpose: Create a project about a certain group of animals in order to teach others. This project can range from a poster, presentation board, powerpoint, oral presentation, etc. Standards & Criteria for Success: Your project must include the following information: animal diet, adaptations, defense mechanisms, habitat, classification, and animal congregations (adaptation and behaviors within group that influence survival)

STAGE 3 – LEARNING PLAN

Summary of Learning Activities (Lectures, mini­lessons, read­alouds, independent reading, films, website exploration, discussions, dialogues, debates, partner or small­group work, student presentations, reports, journals, reflections, in­class assessments, written reports, essays, research, and homework): EQ1: Why do plants and animals reproduce?

Plant Reproduction and Life Cycle (Growth and Development) Pollination (Plant Reproduction/Fertilization): http://beespollinating.weebly.com/team­activities.html

Born: June 2015

Life Cycle of a Plant: http://www.pinterest.com/pin/155233518375615290/ (plant life cycle poem) Read “The Tiny Seed” by Eric Carle Show website about life cycle:

http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/

Life Cycle Paper Plate activity:

EQ2: How do plants and animals grow and develop? Animal Reproduction and Life Cycle (Growth and Development)

Life Cycle of a Frog: http://www.hometrainingtools.com/grow­a­frog­kit/p/LM­GROFROG/?gclid=COK9­Zz58b4CFXRo7Aodlx4AEQ ($20 for a kit) one per classroom ­­ observe from beginning to end using a science journal (takes 4­8 weeks)

Life Cycle of a Butterfly: http://www.hometrainingtools.com/butterfly­garden/p/LM­BFLYGAR/ ($19 for a kit) one per classroom ­­ observe from beginning to end using a science journal then compare with frog life cycle

EQ3: What is the relationship between plants and animals?

Relationship Between Plants and Animals (Needs of Each) Plant and Animal Needs

http://www.gov.mb.ca/conservation/sustain/3%20plant%20and%20animal%20needs_bw.pdf Basic Needs of Plants and Animals Video https://www.youtube.com/watch?v=Kf3H5km9ra0 Grow string beans in a plastic bag Effects of sunlight on growing plants

http://lessonplanspage.com/sciencemathlamdfromseedtoplant2­htm/ EQ4: How does being in a group affect an animal’s ability to survive?

Animals and Their Coverings­ To review and recall information about invertebrates and vertebrates, cold­blooded and warm­blooded animals and their coverings.

http://www.teachertube.com/video/animal­body­coverings­84051 Animal Behavior: "Groggy Goldfish"­ To observe the behavior of goldfish in water of varying temperatures. Bird Beaks­ The main objective of this Mini­teach is to show students that many different birds can live in the

same geographical area because they are adapted to eat different organisms. How and Why Chameleons Change Colors­ Given a chameleon, the students will observe the color changes

and explain the possible conditions that cause this reptile to change colors. Game: Build a Fish with Proper Adaptations to Survive (AWESOME!)

http://www.pbslearningmedia.org/asset/lsps07_int_buildafish/ EQ5: In what ways do groups of animals differ?

Names of groups of animals: http://www.enchantedlearning.com/subjects/animals/Animalbabies.shtml http://www.npwrc.usgs.gov/about/faqs/animals/names.htm

Students learn to identify species and organize by properties. Link features vocabulary, assessments and games. http://mpalalive.org/classroom/lesson/animal­classification

Animal Groups Bingo and Scavenger Hunt

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https://www.teacherspayteachers.com/Product/Animal­Groups­BUNDLE­Scavenger­Hunt­BINGO­1343111 Animal Groups Compare and Contrast

https://www.teacherspayteachers.com/Product/Animal­Groups­Compare­and­Contrast­494684 Suggested Books, Articles, Videos and Songs

My Book of Life Cycles: https://clubs2.scholastic.com/webapp/wcs/stores/servlet/ProductDisplay?storeId=11151&catalogId=10001&productId=85066352

http://www.smithsonianeducation.org/educators/lesson_plans/partners_in_pollination/index.html The Magic School Bus: Inside a Beehive. By Joanna Cole. Scholastic Press, 1998. An Extraordinary Life: The Story of a Monarch Butterfly. By Laurence Pringle. Orchard Books, 1997. The Hungry Hummingbird. By April Pulley Sayre. Millbrook Press, 2001. http://bananaslugs.bandcamp.com/album/singing­in­our­garden

Videos: Safari Montage: search “Kratts’ Creatures: Why?” (use chapters 2 and 3), “Eyewitness Survival”, “Woodland

Animals”, “River Animals”

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www.nextgenscience.org

STAGE 1 – DESIRED RESULTS Unit Title: Heredity and Diversity Grade Level: 3 Length/Timing of Unit: Teacher(s)/Designer(s): Pascack Valley Regional Science Committee

Science State standards addressed (verbatim): 3­LS3­1: 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. [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 non­human examples.]

3LS3­2: Use evidence to support the explanation that traits can be influenced by the environment. [Clarification

Statement: Examples of the environment affecting a 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.]

3­LS4­1: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in

which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

3­LS4­2: 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. [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.]

3­LS4­3: Construct an argument with evidence that in a particular habitat some organisms can survive well,

some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

3­LS4­4: Make a claim about the merit of a solution to a problem caused when the environment changes and the

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types of plants and animals that live there may change. [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

Connections to Common Core Standards (verbatim): ELA/Literacy RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3­LS3­1),(3­LS3­2) RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (3­LS3­1),(3­LS3­2) 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. (3­LS3­1),(3­LS3­2) W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3­LS4­1),(3­LS4­3),(3­LS4­4) W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3­LS3­1),(3­LS3­2) 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. (3­LS3­1),(3­LS3­2) 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. (3­LS4­1) 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. (3­LS4­2),(3­LS4­3),(3­LS4­4) Mathematics MP.2: Reason abstractly and quantitatively. (3­LS3­1),(3­LS3­2) MP.4: Model with mathematics. (3­LS3­1),(3­LS3­2) MP.5 Use appropriate tools strategically. (3­LS4­1) 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one­ and two­step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3­LS4­2),(3­LS4­3) 3.MD.B.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. (3­LS4­1)

Essential Questions (3­4) in provocative, student­friendly language:

EQ1: How do inherited characteristics and surrounding environment affect an organism? EQ2: How do living organisms modify, change and adapt to their physical environment to meet their needs? EQ3: How does the environment change and affect the survival and reproduction of living organisms? Why

are some plants and animals extinct?

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EQ4: How do fossils provide evidence about types of organisms and their environments from long ago?

Big Ideas/ Enduring Understandings: Students will understand that… EQ1: Certain traits are inherited from parents.

Humans: eye color, hair color, height, skin color, nose shape, freckles Animals: tooth shape, beak shape, bone size, muscle structure, stripes on a tiger, a skunk’s ability to spray,

etc. Certain traits are acquired from the surrounding environment:

Humans: language (vocabulary, accent), music, language, weight, reading, sports Animals: survival, species, hunting.

EQ2: Living organisms modify their physical environment to meet their needs:

Humans: housing, clothing, education, etc. Animals: building homes, obtaining food, climate change, seasons, humans In a particular environment some organisms will survive better than others and some will not survive at all. Populations live in a variety of habitats and changes in those habitats affect the organisms living there.

EQ3:

Physical characteristics, temperature, and resource availability are affected by the environment. The survival and reproduction of organisms is affected by it’s environment. The reasons some plants and animals are extinct.

EQ4:

Fossils help us learn about the environment and organisms.

A list of factual knowledge to be taught – Students will know… EQ1:

dominant trait recessive trait Inheritance

EQ2:

Organism Species Adaptation Unity Diversity Evolution

EQ3:

Habitat Survival Reproduction Fossil Extinct

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EQ4: Fossil

A list of skills to be taught or reinforced (including habits of mind) – Students will be able to… Analyze and interpret data to provide evidence that plants and animals have inherited traits from their parents. Explain how traits vary in a group of similar organisms: family or species Use evidence to explain how traits can be influenced by the environment.

For example, plants that are normally tall aren’t given enough water which stunts their growth. Construct an explanation to support how living organisms can modify their environment meet their needs. Identify characteristics, temperature, and resources of various environments. Identify why some plants and animals thrive and others do not. Develop theories on why some plants and animals are extinct. Compare and contrast a variety of habitats and organisms living there.

STAGE 2 – SAMPLE ASSESSMENT Assessments (Quizzes, tests, and a performance task to assess student mastery formatively and summatively, including an exemplar of proficient student work and a scoring guide for the performance task): Idea adapted from: http://www.teacherspayteachers.com/Product/Adaptasaurus­Science­Project­1191257

Create A Habitat

Goal: Your goal is to create a new animal and its ideal habitat that will be the next new Bronx Zoo Exhibit. Role: You are a biologist who discovered a new animal & its habitat. Audience: Students (that will act as visitors) Situation: You have discovered a new creature in the wild. The Bronx Zoo wants to create an exhibit that will provide this creature with a habitat that will sustain its existence. Product/Performance and Purpose: Students will create a large scale diorama that will showcase your animal and it’s habitat. Students will identify animal traits (inherited from parents/adapted from environment). Students will explain the habitat environment and why it is ideal for their animal’s survival. Students will also be able to identify at least one environmental factor that negatively impact the animal’s survival (drought, extreme weather, poisonous plants). A write up including adaptations, physical features, survival skills and habitat description can be included. Students will be required to collect items from home to help them work on this project. Students will present their habitat and animals to a 2nd grade class. Students will anonymously vote on the habitat and animal that they would like to visit at the zoo. Standards & Criteria for Success: Students will be successful if they create an animal that would survive/adapt to its habitat. Students/groups will be graded on creativity, presentation, diorama, and reasoning.

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Suggestion/Extension: Take the “winning” animal, and have students create a fossil (play dough, clay, paper, etc.­­ you decide the method), for that animal. Then compare the fossils to compare what is similar and different about them.

STAGE 3 – LEARNING PLAN Summary of Learning Activities (Lectures, mini­lessons, readalouds, independent reading, films, website exploration, discussions, dialogues, debates, partner or small­group work, student presentations, reports, journals, reflections, in­class assessments, written reports, essays, research, and homework): EQ1: Inheritable traits

Review inheritable traits (tongue rolling, freckles, hair line, dimples, earlobe attachments, etc.) Check these traits with parents/siblings as homework assignment http://learn.genetics.utah.edu/content/inheritance/activities/ http://kenpitts.net/bio/genetics/face_lab/face_lab.htm (use the right hand side of this site to show

pictures of the different trait examples on the face) Traits vs. Traditions: teach that traits are something you are born with, traditions are something you learn

from others http://teach.genetics.utah.edu/content/begin/traits/familytraitsandtraditions.pdf (Match game with a

family member) Create inventory of traits graph for class (can be incorporated into graphing math chapter)

http://teach.genetics.utah.edu/content/begin/traits/traitsinventory.pdf Create “DNA Dog”

http://learn.genetics.utah.edu/content/inheritance/activities/pdfs/A%20Recipe%20for%20Traits_Public.pdf

Monster Genetics Activity https://www.teacherspayteachers.com/Product/Monster­Genetics­Traits­and­Heredity­for­Upper­El

ementary­1474425 Environmental traits

Review environmental traits (Humans: language (vocabulary, accent), music, language, weight, reading, sports. Animals: survival, species, hunting).

https://www.teacherspayteachers.com/Product/HEREDITY­Genetic­Traits­SCOOT­Game­Inherited­and­Environmental­734861

Environmental vs. Inherited traits Scoot activity

EQ2: Environmental modifications/choices Scenario teaching­­ give a scenario with 2 different options. For example, camping­­ one scenario where it is

hot, one scenario where it is cold. How should one plan/prepare for each situation? Create habitats that are appropriate for different animals http://switchzoo.com/games/habitatgame.htm Create your “wild self” with different characteristics for different scenarios

http://www.buildyourwildself.com/ Give students a scenario and then have them create a person for that place

EQ3: How does the environment change and affect the survival and reproduction of living organisms? Why are some plants and animals extinct?

Place students in groups and give each group a habitat.

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Choices can range from: Grassland, Desert, Rainforest, Mountains, Polar Regions, Garden, Forest, Beach, River, Pond. Students should make a group presentation (possible choices: shoe box diorama, PowerPoint, poster, etc.) to present to the class.

It should include information on that habitat’s temperature, types of animals, types of plants, physical characteristics, etc.

Extinct/Endangered Animals PowerPoint: https://www.teacherspayteachers.com/Product/Endangered­and­Extinct­Animals­1597483

Teach the acronym “HIPPO” about the reasons why animals become extinct: H­ Habitat loss I ­ Introduced species P­ Pollution P­ Population growth O­ Overconsumption

Idea: provide students with scenarios that match the “HIPPO” acronym. For example, “I am an animal that lives in a city that has a lot of factories, and smoke from buildings. Why might I become extinct?” Answer: Pollution

EQ4: How do fossils provide evidence about types of organisms and their environments from long ago?

Create fossils from leaves (maybe try to get your art teacher to do it in clay with them) http://deceptivelyeducational.blogspot.com/2012/06/clay­leaf­imprints­fossils­lesson.html

Fossils PowerPoint https://www.teacherspayteachers.com/Product/Fossils­1093898 Look at different photos of fossils

Create your own fossil (using a plant or small animal toy): http://www.loveplayandlearn.com/salt­dough­recipe/ http://www.loveplayandlearn.com/dinosaur­fossils/ (another idea: use play dough)

Suggested Books, Articles, Videos and Songs:

Study Jams Hereditery Video: http://studyjams.scholastic.com/studyjams/jams/science/human­body/heredity.htm

Brain Pop Videos: “Genetics”, “Heredity”, “Extinct and Endangered Animals”, “Plant Adaptations”, “Ocean Habitats”, “Forests”, “Fossils”, “Arctic Habitats”

Safari Montage videos: “Bill Nye: Genes”, “Genes & Heredity”, “Bill Nye: Fossils”, “Extinction”, “Survivors from the Past: Living Fossils”

Book: “Why is My Dog Bigger Than Your Dog?”

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www.nextgenscience.org

STAGE 1 – DESIRED RESULTS Unit Title: Earth’s Systems and Human Activity, & Engineering Design Grade Level: Third Length/Timing of Unit: Teacher(s)/Designer(s): Pascack Valley Regional Science Committee

Science State standards addressed (verbatim): 3­ESS2­1: Represent data in tables and graphical displays to describe typical weather conditions expected during

a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]

3­ESS2­2: Obtain and combine information to describe climates in different regions of the world. 3­ESS3­1: Make a claim about the merit of a design solution that reduces the impacts of a weather­related

hazard. [Clarification Statement: Examples of design solutions to weather­related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]

3­5­ETS1­1: Define a simple design problem reflecting a need or a want that includes specified criteria for

success and constraints on materials, time, or cost. 3­5­ETS1­2: Generate and compare multiple possible solutions to a problem based on how well each is likely to

meet the criteria and constraints of the problem. 3­5­ETS1­3: Plan and carry out fair tests in which variables are controlled and failure points are considered to

identify aspects of a model or prototype that can be improved. Connections to Common Core Standards (verbatim): ELA/Literacy RI.3.1:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3­ESS2­2) RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic. (3­ESS2­2) RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from

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the text (3­5­ETS1­2) RI.5.1: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (3­5­ETS1­2) RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3­5­ETS1­2) W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons (3­ESS3­1) W.3.7: Conduct short research projects that build knowledge about a topic. (3­ESS3­1) 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. (3­ESS2­2) W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (3­5­ETS1­1),(3­5­ETS1­3) W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources (3­5­ETS1­1),(3­5­ETS1­3) W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. (3­5­ETS1­1),(3­5­ETS1­3) Mathematics MP.2: Reason abstractly and quantitatively. (3­ESS2­1),(3­ESS2­2) MP.4: Model with mathematics. (3­ESS2­1),(3­ESS2­2) MP.5: Use appropriate tools strategically. (3­ESS2­1) 3.MD.A.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one­step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3­ESS2­1) 3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one­ and two­step “how many more” and “how many less” problems using information presented in bar graphs. (3­ESS2­1)

Essential Questions (3­4) in provocative, student­friendly language:

EQ1: How can recording weather patterns at different times help scientists make predictions for what kind of weather might happen next?

EQ2: How does a range of climate affect an area over time? EQ3: How can we prevent or reduce the damage and impact that extreme weather can have on our

environment? Why do some areas survive and recover from natural hazards while other areas do not? EQ4: What is the relationship between natural processes and natural hazards? EQ5: What can you learn from testing possible solutions? How are they impacted by time, cost or materials?

Big Ideas/ Enduring Understandings: Students will understand that… EQ1:

The weather is just the state of the atmosphere at any time, including things such as temperature, precipitation, air pressure and cloud cover. Daily changes in the weather are due to winds and temperatures. Seasonal changes are due to the Earth revolving around the sun.

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Weather patterns repeat themselves at certain time of the year and studying these patterns helps us predict future weather patterns.

Animals, plants, and wind patterns can help predict the weather. EQ2:

Climate is the average weather usually taken over a 30­year time period for a particular region and time period. Climate is not the same as weather. Climate is the average pattern of weather for a particular region.

Climate will affect a region by changing its landscape, habitats, lifeforms, and diversity. Human activity has an impact on climate change.

EQ3:

Preventive measures will vary depending on location, weather conditions, and the materials and resources available.

Natural disasters can not be prevented but measures can be taken to help protect people and their environment.

There are several key factors that influence the ability to prepare for natural hazards. EQ4:

Natural processes, such as weather related hazards, impact the environment. EQ5:

Planning and carrying out investigations/tests are critical to help gather data, collect evidence, and revise work in order to find the best solution possible

There can be multiple solutions to a design problem. Failure in tests of a design solution can be beneficial. Possible design solutions are impacted by constraints such as time, cost, and money.

A list of factual knowledge to be taught – Students will know… EQ1:

Weather includes temperature, precipitation, air pressure, cloud cover, etc. Landforms affect weather. There are different seasons for different regions of the world.

EQ2:

Climate is composed of atmosphere, oceans, land, ice, and biosphere. Different climate ranges (dry season, rainy season) Landforms affect climate. Climate change represents a change in long­term weather patterns. They can become warmer or colder.

Annual amounts of rainfall or snowfall can increase or decrease. EQ3:

Preventive measures will vary depending on location, weather conditions, and the materials and resources available.

Preventative tools already exist (and why) such as: lightning rods, wind resistant roofs, tornado cellars, etc.

Causes of Natural disasters can not be prevented but measures can be taken to help protect people and their environment.

Key factors influence the ability to prepare for natural hazards. The definitions of hazardous

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Types of hazardous weather conditions such as: fog, flooding, thunder and lightning, strong winds, hurricanes, etc.

EQ4:

Natural processes, such as weather related hazards, impact the environment. EQ5:

The engineering process has 3 phases: define problem develop solution improve solution

Constraints on solutions can limit possibilities Constraint examples: cost, time, materials, etc.

Not all design solutions are successful. If a design solution fails, it should be revised to meet the need.

A list of skills to be taught or reinforced (including habits of mind) – Students will be able to…

record weather patterns over a period of time. compare and analyze results of their data. Interpret and explain the results to other students. Identify the different components involved with weather. Explain how landforms affect climate Identify which areas are more prone to certain extreme weather phenomena. Identify which tools coincide with which weather events. Use research skills to analyze and interpret weather related data. Create ideas for how to reduce the impact of weather­related habits. Design solutions for reducing these weather­related hazards. Compare and contrast design solutions

Example: different mouse traps, different solutions to stains in clothing/carpet, different pencil sharpeners (hand held, electric, crank), erasing a whiteboard (wet paper towel, eraser, expo spray, clorox wipe)

Collect evidence and record data on possible design solutions Plan and carry out a design solution to a specific problem

Plan, sketch, model, make observations, keep data, test, and revise

STAGE 2 – SAMPLE ASSESSMENT Assessments (Quizzes, tests, and a performance task to assess student mastery formatively and summatively, including an exemplar of proficient student work and a scoring guide for the performance task):

Assessment 1 (for EQ1, EQ2, EQ3, and EQ4):

Final Assessment: Science Fair Around the USA

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Goal: Your goal is to create a trifold poster/presentation about an area in the United States. Role: You are a science fair participant. Audience: Your classmates and teacher Situation: In order to increase your geographical knowledge you have been asked to create and present a project that highlights and describes the various weather, climate, landforms and geographical features of a region. Product/Performance and Purpose: You need to prepare an trifold presentation, complete with illustrations, photos and information. The purpose of this project is to help students become familiar with different parts of the United States and the weather and landforms associated with that area. This will help them to understand that there are weather and land changes throughout our country and expose them to different parts of the USA besides where we live. Standards & Criteria for Success: Student projects should include the weather, climate and landforms of that area Students should identify hazardous weather conditions and the preventive/survival measures used. Project should include both written information and visuals on the poster.

Assessment 2 for EQ5:

Assessment: Save a Pringle! Goal: Students will create a way to mail a pringle and ensure that it will make it in one piece. Role: You work for the Kellogg’s manufacturing company Audience: The Kellogg’s shipping department Situation: You work for the Kellogg’s manufacturing company. Consumers have been complaining that their pringles chips are broken and in pieces upon purchase. Your job is to create a shipping solution. You will test out a variety of ways to ship your pringle to ensure that it stays in one piece. Product/Performance and Purpose: Students will create a solution to shipping pringles to major food stores. They will need to test out their packaging solutions before choosing one that they want to use, based on a list of set material choices. For their final assessment, students will mail one pringle chip to their own home and bring it into school unopened. Before mailing, students will complete a writing describing their shipping idea and why they chose their materials. Afterwards they will reflect on why or why not their packaging worked (If not­­ what they would change). The next day students will open and reveal whose chip survived. Students whose chips that survive the trip will get the opportunity to share their solution with the Kellogg’s manufacturing company (write a letter to them with a picture included of their work). Suggested Supplies:

6x9 mailing envelopes (labeled FRAGILE and HAND STAMP ONLY) ­­ can have students bring this in themselves.

Pringles containers cotton balls duct tape bubble wrap

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paper towels styrofoam packing peanuts foam sheets

Standards & Criteria for Success: Students will be graded on their creativity, success (idea­­ weigh the whole pringle beforehand­­ then weigh after it comes back­­ the largest piece­­ divide the 2 numbers and see which student’s is most successful), and writing component about their success or reflections/changes if they were not successful. Rubric to be used. Other idea: http://www.teacherspayteachers.com/Product/Protect­a­Pringle­Engineering­Design­Lab­468727

STAGE 3 – LEARNING PLAN Summary of Learning Activities (Lectures, mini­lessons, read alouds, independent reading, films, website exploration, discussions, dialogues, debates, partner or small­group work, student presentations, reports, journals, reflections, in­class assessments, written reports, essays, research, and homework): EQ1: How can recording weather patterns at different times help scientists make predictions for what kind of weather might happen next?

http://www.discoveryeducation.com/teachers/free­lesson­plans/weather­maps.cfm EQ2: How does a range of climate affect an area over time?

http://www.weatherwizkids.com/weather­climate.htm EQ3: How can we prevent or reduce the damage and impact that extreme weather can have on our environment? Why do some areas survive and recover from natural hazards while other areas do not?

Storm emergency kits. Bring in an emergency kit and discuss the contents. You might include a flashlight, extra batteries (the right size for your flashlight), water, a transistor radio, non­perishable food like granola bars, a simple first aid kit, etc. Explain how a transistor radio is different than a regular radio. Ask kids to help create a list of what they would include in their emergency kit so they can ask the staff at that site to create one. Here’s a basic supply list to get you started: http://www.ready.gov/basic­disaster­supplies­kit.

Independent Reading/ Read Alouds Tornadoes by Seymour Simon (Ages 6 and up) Hurricanes by Seymour Simon (Ages 6 and up) Forces of Nature by Chana Stiefel (Ages 7 and up) Saving Animals in Hurricanes by Stephen Person (Ages 7 and up) Inside Tornadoes by Mary Kay Carson (Ages 8 and up) Tsunami Warning by Taylor Morrison (Ages 9 and up) Hurricanes, Tsunamis and Other Natural Disasters by Andrew Langley (Ages 10 and up)

EQ4: What is the relationship between natural processes and natural hazards?

https://www.oas.org/dsd/publications/Unit/oea54e/ch05.htm

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Make a tornado in a plastic bottle. This link shows two methods. Pick the one that works best for you. http://www.wikihow.com/Make­a­Tornado­in­a­Bottle

EQ5: What can you learn from testing possible solutions? How are they impacted by time, cost or materials?

http://pbskids.org/designsquad/parentseducators/workshop/process.html (goes through the design process steps)

Sid the Science Kid: Sid Engineers a Solution ­ Safari Montage Science of Disney Imagineering, Science and Models­ Safari Montage

Videos

www.weather.com http://youtu.be/ldV8nHJqhxQ http://www.discoveryeducation.com/connectwithweather/ http://www.sciencekids.co.nz/videos/weather.html

Resources

StudyJams http://studyjams.scholastic.com/studyjams/

Science A­Z (Subscription Service) https://www.sciencea­z.com

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