Curriculum / ELA / 3rd Grade / Unit 4: Understanding the Animal Kingdom / Lesson 4
ELA
Unit 4
3rd Grade
Lesson 4 of 23
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Defend if all arthropods are exactly the same and if all arthropods can survive in a variety of habitats.
Book: Invertebrates by Brooke Bessesen — Investigation Files
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
A classmate makes the following statement during a class discussion:
"All arthropods are exactly the same. All arthropods can survive in a variety of habitats."
How would you respond? Support your answer with a specific example.
An example response to the Target Task at the level of detail expected of the students.
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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. 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.
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. 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.
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.
W.3.2 — Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.a — Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.b — Develop the topic with facts, definitions, and details.
W.3.7 — Conduct short research projects that build knowledge about a topic.
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.
Standards that are practiced daily but are not priority standards of the unit
L.3.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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).
RI.3.5 — Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
W.3.4 — With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.3.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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.
Lesson 3
Lesson 5
Explain what the animal kingdom is and the types of living things you might find in the animal kingdom.
RI.3.3 RI.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.3.3 RI.3.7 RI.3.8
Writing – 2 days
3-LS4-2 3-LS4-3 RI.3.3 W.3.2 W.3.2.a W.3.2.b W.3.7 W.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.
Writing
Use transition words to help illustrate certain points or ideas.
L.3.2.d W.3.1.c
Defend if all reptiles are exactly the same and if all reptiles can survive in a variety of habitats.
3-LS4-2 3-LS4-3 L.3.2.d RI.3.3 W.3.2 W.3.2.a W.3.2.b W.3.7 W.3.8
Discussion
Analyze and debate unit essential questions using details and understandings from the text.
SL.3.1 SL.3.1.a SL.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.d W.3.1.b W.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.3.2 W.3.2.a W.3.2.b W.3.8
Explain how fish, bird, and mammal life cycles are different.
Writing – 3 days
Compare and contrast the life cycle of two organisms by using information from the text to support an idea.
3-LS1-1 RI.3.3 SL.3.1 W.3.2 W.3.2.a W.3.2.b W.3.7 W.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-LS4-3 RI.3.3 SL.3.1 SL.3.1.a SL.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.3.2 RI.3.3
Opinion Writing – 4 days
Design an animal and defend if the animal would or would not survive in a particular environment.
3-LS4-3 3-LS4-4 L.3.2.d SL.3.1 W.3.1 W.3.1.a W.3.1.b W.3.1.c
Assessment
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