Grade: 3rd (from 4th)
Science
SCI.III.3.1
Strand:
Using Scientific Knowledge in Life Science
- Heredity
Standard:
All students will investigate and explain how characteristics of living things
are passed on through generations
Benchmark:
Give evidence that characteristics are passed from parents to young
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.2 - Develop solutions to problems through reasoning, observation, and investigation.
SCI.I.1.5 - Develop strategies and skills for information gathering and problem solving.
SCI.II.1.1 - In the scientific world, decisions must be based on factual evidence that can be replicated.
SCI.II.1.3 - Describe ways in which technology is used in everyday life.
SCI.II.1.5 - Develop an awareness of contributions made to science by people of diverse backgrounds and cultures.
Vocabulary / Key Concept
Context
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Examples of mature and immature organisms:
• dogs / puppies
• cats / kittens
• maple trees / saplings
• beans / seedlings
• owls / owlets
Hair
feathers
color
eye color
leaf shape
flower structure
Knowledge and Skills
Resources
Coloma Resources:
All living things pass on characteristics to their off
spring. Common physical characteristics can be
used to match the off spring of and organism with
its parent.
Discover the Wonder (Scott Foresman) – Grade 3
Module B – page 6
Module C, pages 50-53 - Describe animal
characteristics as hereditary characteristics
Students will:
• Identify that a puppy looks like a dog
• Identify that a kitten looks like a cat
• Identify that saplings look like trees
• Identify that seedlings look like plants
• Identity that owlets look like owls
Sarett Visit – Owls and other cool animals!
Other Resources:
Owl Cam – Web site with photos and narrative of
nesting owls and their owlets. FACINATING!
http://www.owlcam.com/index.htm
“The Secret Life of Owls” – links to lots of resources
on the Carolina site – lots of info to accompany a
teaching unit about owls – evolution, diet, hunting,
nesting, quicktime videos and more.
http://www.carolina.com/owls/index.asp
Carolina Biological – Tips – Owl Pellets – good
information to accompany a pellet dissection.
http://www.carolina.com/tips/98mar/tips398a.asp
Barn Owl Pellet Interactive Study – students compare
pellet dissection results with other students around the
USA. http://www.carolina.com/owls/form.asp
Owl Pellet Bone Chart – Carolina Biological –
http://www.carolina.com/manuals/manuals8/Owl_Pel
let_Bone_Chart.pdf
Rat Skeleton Chart – Carolina Biological –
http://www.carolina.com/owls/guide/ratskeleton.pdf
Bird Skeleton Chart – Carolina Biological –
http://www.carolina.com/owls/guide/birdskeleton.pdf
Owl Pellet Student Study Manual http://www.carolina.com/manuals/manuals8/Owl_Pel
let_Study_Kit_tm.pdf
The Owl Pages – Lots of information about owls
around the world - http://www.owlpages.com/
Slide show – various bird beaks – with adaptation
information – excellent photos. http://www.teachersdomain.org/35/sci/life/colt/birdfood/index.html
Quicktime video – What sounds do Animals Make? –
meshes nicely with the OwlCam sound clips http://www.teachersdomain.org/35/sci/life/colt/sound/index.html
Teacher Domain – Characteristics of Living Things –
lots of clips and images of various animals and
adaptations! AWESOME http://www.teachersdomain.org/35/sci/life/colt/index.html
Instruction
Benchmark Question: How are characteristics of
living things passed on through generations?
Focus Question: What physical characteristics are
shared between a young living thing and its parent?
OWL STUDY
Assessment
OWL STUDY
Teacher Notes:
Investigate and explain how characteristics of living things are passed on through generations.
Like produces like. To enable a child to understand why grandparents claim that they look just like their parents at their
age requires many learning experiences. Elementary students should be able to provide evidence that visible traits are
passed on from parents to children by comparisons of color, structure, and direct measurements. They should be able to
match offspring to corresponding parents.
By middle school, students should know how characteristics of living things are passed from generation to generation.
Common traits controlled by a single gene pair should be taught in the middle school years as well as the reproductive
cells which facilitate this happening. They should be aware that when the sperm fertilizes the egg, the sperm passes the
genetic material (genes) of the father to the egg. The genes of the father's sperm and mother's egg then contribute to the
formation of an entirely new individual having characteristics from both parents.
Students at the high school level should understand that genes occur and act in pairs. If a dominant gene is present, it is
fully expressed. A recessive gene will not be expressed in the presence of a dominant gene. A cross or combination of
other gene pairs can show what future generations may inherit, or predict those chances of traits being exhibited such as
sickle cell anemia and other genetic disorders.