Curriculum / ELA / 3rd Grade / Unit 4: Understanding the Animal Kingdom / Lesson 19
ELA
Unit 4
3rd Grade
Lesson 19 of 23
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Explain how the environment in which an animal lives impacts the way an animal adapts and why different adaptations are needed.
Book: How do Animals Adapt? (The Science of Living Things) by Bobbie Kalman and Niki Walker pp. 18 – 23
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does the environment in which an animal lives influence an animal’s traits and behaviors? Why are different adaptations needed?
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Questions about the text that will help guide the students understanding
Are all types of camouflage the same? Why or why not?
Why is mimicry an important adaptation? Are all forms of mimicry the same? Why or why not?
How has the need for food impacted the way that animals adapt?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
camouflage
v.
to hide by blending in with your surroundings
mimicry
n.
the act of copying the behavior or speech of others
carnivore
an animal that eats other animals
omnivore
an animal that eats both plants and animals
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RI.3.2 — Determine the main idea of a text; recount the key details and explain how they support the main idea.
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.
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
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
Describe the different stages of a life cycle and why the continuation of a life cycle is important for the survival of a species.
Use transition words to help show time and sequence.
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.
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
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