Hershey Elementary School
Science – 3 Structures of Life
Month
October
Content and Essential
Questions
Skills
Assessment
Tech
Strategies/Materials/Resources
Unit: Structures of Life
Unit: Structures of Life
Unit: Structures of Life
Unit: Structures of Life
1. What basic needs do
organisms have to be able to
survive in their environment?
1. What basic needs do
organisms have to be able to
survive in their
environment?
(1a-g)
1. What basic needs do
organisms have to be able to
survive in their environment?
(1a-g)
FOSS Structures of Life Module Kit
•
1a - Investigation 2 Plants needs water,
light, and nutrients
to grow.
• 1b - Investigation 2 Hydroponics is the
technique of
growing plants in
water.
• 1c - Investigation 3 Crayfish require
clean, cool, water,
food, and space.
• 1d - Investigation 3 Habitat is where an
animal lives.
• 1e - Investigation 3 Some animals claim
a territory that they
protect from other
animals.
• 1f - Investigation 5 Bess beetles need
water, food, air, and
space.
•
Ig - Investigation 5 We must take care not to
harm animals as we learn
about them.
investigate the
effect of water on
seeds
• set up a seed
sprouter and
maintain a
watering schedule
for a week
• care for and feed
crayfish
• investigate the
territorial behavior
of crayfish
• observe and
describe the
behaviors of bess
beetles
• use scientific
thinking processes
to conduct
investigations and
build explanations
•
evaluate whether
an investigation might harm
the animal being studied
Structures of Life Teacher Guide FOSS (Full Option Science System)
Structures of Life Science Notebook
(for students)
Students will:
•
Modifications
•
Teacher observation
(Investigation 2, 3,
5)
• Structures of Life
Notebook - Student
Sheet No. 13, 14,
31, 32
• Assessment Charts
for Investigations 2,
3, 5
• Response Sheet Origin of Seeds
(Investigation 1)
• Performance
Assessment Project Proposal,
Independent
Investigation, and
Presentation
(Investigation 5)
•
End of Module
Assessment
Structures of Life Concept Map
Structures of Life Pacing Guide
Structures of Life Key Questions
(student pages)
Structures of Life Key Concepts
(labels)
FOSS website: www.fossweb.com
FOSS Teacher Preparation Video
FOSS Newsletter
FOSS Home/School Connection
FOSS Science Stories:
•
•
Seeds Are Everywhere!
(Investigation 1)
The Most Important Seed
(Investigation 1)
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Science - 3
Structures of Life
Hershey Elementary School
•
2. How do the structures of
an organism affect its
growth, survival, and
reproduction?
2. How do the structures of
an organism affect its
growth, survival, and
reproduction?
(2a-i)
2. How do the structures of
an organism affect its
growth, survival, and
reproduction?
(2a-i)
•
•
•
Students will:
•
•
•
•
•
•
•
•
2a - Investigation 1 Seeds are found in
the plant part called
a fruit.
2b - Investigation 1 Seeds have a variety
of properties.
2c - Investigation 1 Seeds undergo
changes in the
presence of water.
2d - Investigation 1 A seed is an
organism, a living
thing.
2e - Investigation 1 Seeds store food and
provide protection
for the young plant.
2f - Investigation 3 Crayfish have
observable
structures.
2g - Investigation 5 Bess beetles are
insects, with six
legs, three body
parts, antennae, and
a variety of other
structures.
2h - Investigation 5 The structures found
on different kinds of
•
•
•
•
•
•
•
•
•
•
•
explore common
fruits to find seeds
observe and
compare properties
of seeds and fruits
organize and
communicate
information about
seeds
monitor and record
changes in seeds
over days
observe the
structures and
behaviors of
crayfish
monitor and record
observations of
crayfish over
several days
observe and
describe the
structures of bess
beetles
investigate the
pulling strength of
bess beetles
monitor and record
observations of
bess beetles over
•
•
•
•
•
•
•
•
Teacher observation
(Investigations 1, 2,
3, 5)
Structures of Life
Notebook - Student
Sheet No. 2, 4, 7,
11, 14, 31, 32, 33
Assessment Charts
for Investigations 1,
3, 5
Response Sheet Origin of Seeds
(Investigation 1)
Response Sheet Growing Further
(Investigation 2)
Response Sheet Meet the Crayfish
(Investigation 3)
Response Sheet Meet the Land Snail
(Investigation 5)
Performance
Assessment Project Proposal,
Independent
Investigation, and
Presentation
(Investigation 5)
End of Module
Assessment
•
•
•
•
•
•
•
Barbara McClintock
(Investigation 1)
Hydro-growing (Investigation
2)
Seeding Space (Investigation
2)
Answering Kids' Questions:
Crayfish, Crawfish,
Crawdaddy (Investigation 3)
Life Cycle of a Crayfish
(Investigation 3)
Life on Earth (Investigation 3)
A Change in the Environment
(Investigation 3)
A Snail's Journey
(Investigation 5)
Crayfish, Snails, and Kids
(Investigation 5)
The Food Web (Investigation
5)
A Chance Encounter
(Investigation 5)
Life in Los Angeles
(Investigation 5)
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Science - 3
•
organisms show
some similarities
and some
differences.
2i - Investigation 5 An organism's
structures have
functions that help it
survive in its habitat.
3. How do the life cycles of
organisms differ?
•
•
•
3a - Investigation 1 Different kinds of
fruits have different
kinds and numbers
of seeds.
3b - Investigation 2 The life cycle is the
process of a seed
growing into a
mature plant, which
in turn produces
seeds.
3c - Investigation 2 Germination is the
onset of a seed's
growth.
3. How do the life cycles of
organisms differ?
(3a-c)
•
•
•
•
Hershey Elementary School
time
use scientific
thinking processes
to conduct
investigations and
build explanations
Students will:
•
Structures of Life
describe properties
of germinated
seeds
compare different
kinds of
germinated seeds
plant bean
seedlings in
nutrient solution
and observe them
throughout their
life cycle
use scientific
thinking processes
to conduct
investigations and
build explanations
3. How do the life cycles of
organisms differ?
(3a-c)
•
•
•
•
•
•
Teacher observation
(Investigations 1 &
2)
Assessment Charts
for Investigations 1
&2
Response Sheet Origin of Seeds
(Investigation 1)
Response Sheet Growing Further
(Investigation 2)
Performance
Assessment Project Proposal,
Independent
Investigation, and
Presentation
(Investigation 5)
End of Module
Assessment
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