Interdependent Relationships in Ecosystems

Transcription

1 Standards Curriculum Map Bourbon County Schools Level: 3rd Grade and/or Course: Science Updated: 5/22/13 e.g. = Example only Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Days 1-43 Interdependent Relationships in Ecosystems Classifying Organisms LS2.C: Ecosystem Dynamics, Functioning, and Resilience When the environment changes in ways that affect a place s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. LS2.D: Social Interactions and Group Behavior Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. Classify animals into groups like Behaviors, (e.g., hop, fly, walk on 4 feet), Structures, (e.g., wings, beaks, strong hind legs, gills), or Habitat (e.g., ocean, forest, arctic). Develop a simple classification system (e.g. mammals: with paws, with hooves, with feet). Observe and record the growth and development of a plant (e.g., pea, lima bean, Brassica, Wisconsin Fast Plants) through one complete life cycle 3-LS2-1. Construct an argument that some animals form groups that help members survive. Vocabulary Survive, reproduce, habitats, organisms, environment, ecosystem, ancestry, diversity, adaptation, biodiversity, resilience, cause/effect relationships, fossils 1

2 Fossils LS2.D: Social Interactions and Group Behavior Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. Collect and observe fossils from your local environment. Use rubbings of leaves as compared to fossils of plants found in rocks. Observe tracks of animals. Make inferences about that animal and its habitat (e.g., webbed feet tracks indicate an aquatic environment). Discuss how scientists use fossilized tracks to make inferences about prehistoric animals and their environments. Bury a cooked chicken leg in the school yard. After 2 weeks (Please use gloves and allow the teacher to do this part!) dig the leg up to observe changes over time. Make representations of fossils using various objects (e.g., leaf, twig, shell, bone, feather) pressed into clay that hardens. After students discover what 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. 2

3 is hidden in the hardened clay, draw conclusions about the organisms and the environments. Adaptations LS4.C: Adaptation For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. LS4.D: Biodiversity and Humans Populations live in a variety of habitats, and change in those habitats affects the organisms living there. Make a list of fast and slow changes observed on the playground. Discuss what factors influence those changes. Observe how the amount of air, water, nutrients, or light effects the growth and development of plants. Record observations in a chart in a Science Notebook. Observe a playground environment (e.g., under bushes, in a tree, under rocks, near a creek bed) to see how habitat meets 3-LS4-3. 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. 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals 3

4 the basic needs of the organisms that live there. that live there may change.* Days Day Unit/Topic Inheritance and Variation of Traits: Life Cycles and Traits Standards Growth and Development of Organisms LS1.B: Growth and Development of Organisms Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. Activities Observe and record the growth and development of a plant (e.g., pea, lima bean, Brassica, Wisconsin Fast Plants) through one complete life cycle. Sequence the changes in plant structures during the life cycle of a plant. Observe and compare the egg, larva, pupa, and adult stages of several different insects (e.g., butterfly, ladybug, ant, mealworm). Order the stages of the cycles using models, pictures, and diagrams. Observe and describe the life cycles of different animals (e.g., frog, chicks, fish). Recognize patterns with several organisms. Learning Targets ( I Can Statements) 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Vocabulary Inherit, variation, reproducing, natural selection, traits, mates, surviving, natural phenomena, life cycles 4

5 Inheritance and Variation of Traits LS3.A: Inheritance of Traits Many characteristics of organisms are inherited from their parents. (3-LS3-1) Other characteristics result from individuals interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3- LS3-2) LS3.B: Variation of Traits Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1) The environment also affects the traits that an organism develops. Create a family tree of inherited traits Discuss and observe the purpose of the physical traits of common animals (why a giraffe has a long neck, why animals have sharp/flat teeth, beaks of birds, etc.) 3-LS3-1. 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. 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. Natural Selection LS4.B: Natural Selection Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. Investigate the effect that an over-population has on the environment. Predict the effect that a population explosion has on the offspring of an organism. Predict the effect on the population of an organism if the death rate of its food source (plant or animal) is increasing. Observe plant and 3-LS4-2. 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. 5

6 animal characteristics and make inferences about how these organisms are adapted to their habitats Days Unit/Topic Common Core Standards Activities Learning Targets ( I Can Statements) Day Forces and Interactions Forces and Interactions PS2.A: Forces and Motion Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3-PS2-1) The patterns of an object s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) Use common sport activities (e.g., tennis, kickball, soccer, baseball) to demonstrate that the rate of motion is affected by the strength of the push or pull (force). Using a playground swing, push students using varying strength of push. Observe the change in position when using a little force and greater amounts of force. Move identical objects different distances (e.g., box of copy paper 1 meter and 10 meters). Discuss the amount of force needed. Move different objects 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-PS2-2. Make observations and/or measurements of an object s motion to provide evidence that a pattern can be used to predict future motion. Vocabulary Balanced and unbalanced forces, motion, electric interactions, magnetic interactions 6

7 (box of reams of copy paper and box of lightly waded single sheets of paper) identical distances. Discuss the amount of force needed to move the objects. Types of Interactions PS2.B: Types of Interactions Objects in contact exert forces on each other. (3-PS2-1) Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. Use a bulb, battery, and wire system to test objects for conductivity. Observe the materials contained inside of a light bulb and diagram the flow of electricity that lights the bulb. Add objects to a bulb, battery, and wire system to test to see if objects are conductors or insulators of electricity. Add switches to a closed circuit. Add more batteries to a simple bulb, battery, and wire system. Observe the effect of additional energy in the system. Observe and describe 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* 7

8 the interaction of magnets with different types of metals and through different types of materials. Use magnets to explore interaction at a distance (e.g., one magnet on top of the table, another under the table; magnets moving a metal object without touching it; moving iron filling on top of a piece of paper with a magnet under it). Classify objects by their magnetic property. Describe the evidence of interaction. Observe and describe the interaction between two magnets, using the terms, attract and repel. Explore magnetic force by using a magnet to push and pull metal objects without touching. Compare the strength of different magnets by calculating the number of paper clips picked up by each. 8

9 Days Unit/Topic Common Core Standards Activities Learning Targets ( I Can Statements) Day Weather and Climate Weather and Climate ESS2.D: Weather and Climate Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. Discuss and record daily observable weather characteristics over time. Compare inside and outside temperatures. Record the temperature changes of hot and cold water. Make and use a rain gauge. Record precipitation amounts daily. Observe, record, and classify cloud patterns. Observe, record, and graph wind direction and speed. 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. Vocabulary Seasons, weather conditions, climates, hazards, patterns, predictions, tables and graphic displays 9

10 Natural Hazards ESS3.B: Natural Hazards A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. 3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* 10

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