Curriculum / ELA / 3rd Grade / Unit 4: Understanding the Animal Kingdom / Lesson 10
ELA
Unit 4
3rd Grade
Lesson 10 of 23
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Describe the different stages of a life cycle and why the continuation of a life cycle is important for the survival of a species.
Book: What is a Life Cycle? (The Science of Living Things) by Bobbie Kalman and Jacqueline Langille — pp. 4–5, 8–13
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Describe the different stages of a life cycle. Why is the continuation of a life cycle important for the survival of a species?
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
What is a life cycle? Why is it important?
What stages are the same across all life cycles?
Are all eggs the same? Defend why or why not.
What is metamorphosis? Describe what happens during metamorphosis.
Describe the life cycle of a ladybug beetle.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
offspring
n.
the baby of an animal or plant
metamorphosis
the process in which an animal completely transforms
life cycle
the stages an animal goes through from birth until death
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
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.
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).
Standards that are practiced daily but are not priority standards of the unit
L.3.4 — Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4.b — Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.6 — Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 — Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5 — Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.10 — By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2—3 text complexity band independently and proficiently.
SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Use transition words to help show time and sequence.
Explain what the animal kingdom is and the types of living things you might find in the animal kingdom.
Standards
RI.3.3RI.3.7
Explain what characteristics all simple animals and worms share and how they vary.
Explain what characteristics all mollusks and arthropods share and how they vary.
RI.3.3RI.3.7RI.3.8
2 days
Defend if all arthropods are exactly the same and if all arthropods can survive in a variety of habitats.
3-LS4-23-LS4-3RI.3.3W.3.2W.3.2.aW.3.2.bW.3.7W.3.8
Explain what characteristics all fish and amphibians share and how they vary.
Explain what characteristics all reptiles, birds, and mammals share and how they vary.
Use transition words to help illustrate certain points or ideas.
L.3.2.dW.3.1.c
Defend if all reptiles are exactly the same and if all reptiles can survive in a variety of habitats.
3-LS4-23-LS4-3L.3.2.dRI.3.3W.3.2W.3.2.aW.3.2.bW.3.7W.3.8
Analyze and debate unit essential questions using details and understandings from the text.
SL.3.1SL.3.1.aSL.3.1.c
L.3.2.dW.3.1.bW.3.1.c
Explain how amphibian and reptile life cycles are different.
Describe the stages of a ladybug beetle and/or frog life cycle.
W.3.2W.3.2.aW.3.2.bW.3.8
Explain how fish, bird, and mammal life cycles are different.
3 days
Compare and contrast the life cycle of two organisms by using information from the text to support an idea.
3-LS1-1RI.3.3SL.3.1W.3.2W.3.2.aW.3.2.bW.3.7W.3.8
Construct an argument with evidence from the unit to support why some animals can survive well in a desert habitat, others survive less well, and some cannot survive at all.
3-LS4-3RI.3.3SL.3.1SL.3.1.aSL.3.1.c
Explain the connection between evolution and adaptation and give an example of how an animal has evolved in order to survive.
Explain how the environment in which an animal lives impacts the way an animal adapts and why different adaptations are needed.
RI.3.2RI.3.3
4 days
Design an animal and defend if the animal would or would not survive in a particular environment.
3-LS4-33-LS4-4L.3.2.dSL.3.1W.3.1W.3.1.aW.3.1.bW.3.1.c
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free