Grade: 3rd (from 4th)
Science
SCI.III.4.2
Strand:
Using Scientific Knowledge in Life Science
- Evolution
Standard:
All students will compare ways that living organisms are adapted (suited) to
survive and reproduce in their environments and explain how species change
through time.
Benchmark:
Explain how physical and behavior characteristics of animals help them to
survive in their environments
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.1.3 - Manipulate simple devices that aid observation and data collection.
SCI.I.1.5 - Develop strategies and skills for information gathering and problem solving.
SCI.I.1.6 - Construct charts and graphs and prepare summaries of observations.
SCI.II.1.1 - In the scientific world, decisions must be based on factual evidence that can be replicated.
Vocabulary / Key Concept
Context
Words describing characteristics:
• adaptation
• instinct
• learning
• habit
Words describing traits and their adaptive values:
• sharp teeth or claws for catching and killing prey
• color for camouflage
• behaviors
Common vertebrate adaptations:
• white polar bears
• sharp claws and sharp canines for predators
• changing colors of chameleon
Behaviors:
• migration
• communication of danger
Knowledge and Skills
Animals have physical and behavioral characteristics
(adaptations) that help them survive. Students will list
body parts and behaviors of an animal and interpret
how these help it survive in its living area
(environment).
Resources
Coloma Resources:
Discover the Wonder (Scott Foresman)
Grade 3
Module A - pages 10-19.
“Fly Traps! Plants That Bite Back” – Scott Foresman
Reading Series, Grade 1 Book 1.
Students will:
Sarett Visit – Owls and other cool animals!
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•
•
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Explain the physical adaptation of owls — they
have talons to catch small animals
Explain the behavioral adaptation of bears — they
learn to forage in state parks or dumps
Explain the instinct adaptation of salmon — they
swim upstream to mate
Explain the physical adaptation of plants — they
grow toward a light source
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
Resources (continued from column to the right.)
Owl Pellet Bone Chart – Carolina Biological –
http://www.carolina.com/manuals/manuals8/Owl_Pell
et_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_Pell
et_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: In what ways are living things
adapted (suited) to survive in their environments?
Focus Question: How does an animal’s camouflage
affect its survival?
OWL STUDY
ORDivide the class into small groups. Using four different
colors of construction paper, prepare a set of 12 fish of
each color (48 fish in all) for each group. One set of 12
fish must be the same blue as the blue paper ‘water’
habitat. In turn, each child in the group uses one hand to
pick up (“catch”) as many fish as possible in 10 seconds.
All results are charted. Compile total class data. Through
class discussion of the data, respond to the focus question.
(fish shape example)
Assessment
OWL STUDY - OR –
Each student will invent an animal and design an
environment (2D or 3D) that will support the
invented animal. Develop and explain three
physical adaptations and one behavioral
adaptation that the animal uses to survive in the
environment. Present the model in class with a
two-minute presentation.
(Give students the rubric before the activity.)
SCORING RUBRIC
Criteria: Design of environment
Apprentice- Designs (with teacher support) an
environment that partially camouflages the animal.
Basic - Designs (with teacher support) an environment
that camouflages the animal.
Meets - Designs (without teacher support) an
environment that camouflages the animal.
Exceeds - Designs (without teacher support) an
environment that camouflages the animal in more than
one way.
Criteria: Design of physical adaptations
Apprentice- Designs one or two physical adaptations.
Basic - Designs three physical adaptations.
Meets - Designs and explains three physical
adaptations.
Exceeds - Designs and explains more than three
physical adaptations.
Criteria: Explanation of behavioral adaptations
Apprentice- Explains a behavioral adaptation. Basic Develops a behavioral adaptation.
Meets - Develops and explains one behavioral
adaptation.
Exceeds - Compares behavioral adaptation to real
animals. Criteria: Effectiveness of oral presentation
Apprentice- Gives an oral presentation with teacher
support.
Basic - Gives a two-minute oral presentation with
organized information and teacher support.
Meets - Gives a two-minute oral presentation with
organized information.
Exceeds - Gives a two-minute oral presentation with
eye contact, appropriate volume, good posture, and
organized information.
Teacher Notes:
Compare ways that living organisms are adapted to survive and reproduce in their environments and
explain how species change through time.
Students need to understand the key components of natural selection. Variation in heritable traits can give some
organisms within a species a distinct advantage over others. This variation is derived from new gene combinations or
mutations. If a trait, such as sharp claws or teeth for capturing prey, or coloration for camouflage, gives an organism an
advantage to survive and reproduce, those advantageous traits will be passed on to it's offspring. The advantaged
offspring, in turn, are more likely to survive and reproduce. The frequency of the advantageous trait will therefore
increase in the population. Some traits may give no selective advantage or disadvantage to an organism in a particular
environment. If the environment changes, however, a particular trait may become advantageous. The environment may
also change enough that only a few or possibly no organisms have the traits necessary for survival and the species will
then become extinct.
It is important for students to understand the level at which adaptation takes place. Students should understand that
organisms cannot willfully change to better fit the environment and pass those changes on to offspring. This involves a
common language use of the word adapt, not a biological definition. A Lamarckian vs. a Darwinian explanation of the
mechanism for change in the evolution of a giraffe's neck is a good example for students to distinguish the different levels
of adaptation first proposed. Students should begin to understand that while natural selection acts on the individual, the
resulting adaptation is at the population level. To further student understanding on adaptation, examples of antibiotic and
pesticide resistance can be studied.
Students should be given the opportunity to reflect on and construct their understanding of patterns of change, relatedness
of organisms alive today and to those of the past. The scientifically literate student's understanding of evolution and the
proposed mechanisms which account for its occurrence should clearly exhibit the process and nature of science.